引导式教育对孤独症谱系障碍儿童干预效果的研究进展

Autism Spectrum Disorder(ASD) is a neurodevelopmental disorder with a high incidence in childhood, characterized by core symptoms including social communication deficits, repetitive and stereotyped behaviors, and restricted interests, which severely affect children's social adaptation ability and quality of life. Traditional intervention methods have limitations in stimulating children's initiative and generalizing skills. As a comprehensive intervention model integrating rehabilitation and education, conductive education(CE) has become an important direction in the field of ASD intervention due to its “holistic development” concept and contextual training advantages. Using the International Classification of Functioning, Disability and Health(ICF) as a framework, this article systematically reviews the theoretical basis, intervention models, and clinical application effects of CE across three dimensions: body structure and function, activity, and participation. Existing evidence suggests that CE can significantly improve sensory modulation, executive function, and self-care abilities in children with ASD, with moderate benefits also observed for social communication and stereotyped behaviors, and enhanced social participation through family extensions. However, challenges remain, including a lack of standardized protocols, insufficient high-quality evidence, and limited research on neurological mechanisms. Future multicenter, large-sample studies based on unified standards are needed to clarify the role of CE in the continuum of ASD care and optimize intervention strategies.